A brief historical look at America's loss of confidence in public schools is presented to show how data have been used to create half-truths and erroneous positions.

About the Author

ix

Introduction: Why You Need a Book Like This

1

(6)

PART I: Principles of Data Interpretation, or, How to Keep From Getting Statistically Snookered

7

(76)

Beware of Averages

11

(3)

Follow the Money

14

(5)

Beware of the Uncritical Acceptance of Convenient Conclusions

19

(3)

Watch for Selectivity in the Data

22

(6)

Show Me the Data!

28

(3)

Beware of Nostalgia

31

(7)

Beware of Causal Explanations Made From Correlational Data

38

(6)

Be Aware of Whether the Statistics Being Used Are Numbers or Rates (Percentages)

44

(4)

Know Whether You're Dealing With Ranks or Scores

48

(2)

Make Sure the Statistic Used Is the Right One

50

(4)

Ask How the Variable Is Defined

54

(2)

Ask How the Variable Is Defined---And Then Ask What the Criterion Measure Is

56

(2)

Differentiate Practical and Statistical Significance

58

(5)

Look for Trends, Not Snapshots

63

(4)

Beware of Trends

67

(1)

Ask What the Consequences Are Even If the Interpretation of the Data Is True

68

(4)

Beware of Changing Demographics

72

(3)

Try to ``See Through'' Graphs

75

(5)

Beware of Big (Small) Numbers

80

(1)

Beware of Generalizations

81

(2)

PART II: Aspects of Achievement

83

(52)

The Rise of Testing

88

(15)

Types of Tests

103

(9)

Other Indicators of Achievement

112

(23)

PART III: Handling the Tough Questions

135

(63)

How Come American Students Fall Farther Behind Their International Peers the Longer They Stay in School?

137

(12)

Why Are Test Scores Falling?

149

(13)

How Come Private Schools Do so Much Better Than Public Schools?

162

(6)

Why Don't We Have Vouchers so the Money Would Follow the Child?

168

(4)

Why Don't We Use Charter Schools as Laboratories for Innovation for the Rest of the System?

172

(6)

Why Are We Throwing Money at Schools?

178

(5)

Why Are SAT Scores Still Falling?

183

(2)

Why Don't Bright People Go Into Teaching?

185

(4)

With All This Talk About Standards and Accountability, Why Aren't Teachers and Administrators Held Accountable?

189

(9)

Conclusion

198

(3)

Resource A: Pop Quiz Answers

201

(4)

References

205

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